چكيده به لاتين
Abstract
This study focused on the attitude, knowledge, use and challenges of English teachers of young
learners to integrate technological tools into instruction in the Iranian context. Survey data were
collected from 95 young learner English language teachers working in language institutes and
schools in Iran. The survey was comprised of four parts, namely technological tools
questionnaire focusing on teachers' knowledge and use of technologies, teachers' attitude
questionnaire, teachers' challenges questionnaire and fourteen open-ended questions. Descriptive
statistics and content analyses were carried out to explore the participants' attitude towards the
use of technologies. There was a general positive tendency towards the integration of technology
into young learner classes. Therefore, there is an urgent need to provide young learner teachers
with suitable technology-based professional development programs. However, the results of the
study revealed that the majority of the participants' attitude was constructed by the present
educational system in Iran. The available curriculum to teach young learners in the Iranian
context, for the most part, is concerned with delivering English lessons based on the coursebooks
through which there is no engagement of the teachers or the learners with the variety of
technological tools and materials available for educational purposes, that has led to young learner
teachers' unfamiliarity to integrate technology into their classrooms. Therefore, the teachers
usually have the anxiety of facing any technological problems, which might occur during their
lessons because there is no support provided on the part of schools or English language institutes.
